Tools: Monitoring, assessment and certification

A guide for monitoring and assessing apprentices’ performance, United States

The Employer’s playbook offers a “how to” guide for monitoring the apprenticeship programme’s performance, to ensure that the programme works well and delivers the expected outcomes. It includes sections on the assessment of participants’ success, training impact and support structures, as well as the evaluation of the programme and mid-programme adjustments. An example of an apprentice evaluation report can be found here:

Source: Employer’s playbook for building an apprenticeship program, p. 83:

Online mock tests and online assessment, India

In India, theory part of assessment of apprentices is conducted online,while the practical test is conducted by the employer at the shop floor premises. National Instructional Media Institute (NIMI) has developed a tool that allows apprentices and trainees to take mock tests on an online platform, to help assess and broaden their knowledge and skills and prepare for the theory examination. The test questions have three levels of difficulty to assess knowledge, functional understanding and problem-solving skills, and include pictures to test the practical understanding of the trainees.

The results are generated automatically at the end of the test and show correct answers with explanations, allowing apprentices/trainees not only to assess their knowledge, but also to study for the summative assessment. Finally, apprentices take part in an online summative assessment for all theoretical subjects.

A sample mock test can be found here:


An apprenticeship logbook, Bhutan

This apprentice logbook provides users with a record of the status of an apprentice’s skills and knowledge; how, when and where these skills and knowledge have been gained; and who has been involved in providing and assessing the training.

This tool includes sections on the following aspects: instructions on maintaining the logbook, keeping a record of daily activities, attendance sheets and performance assessment forms.


An apprenticeship logbook, Denmark

This tool provides an example of an apprentice logbook for a carpentry apprenticeship. The logbook, which should be completed jointly by the apprentice and the company, includes evaluation forms that contain a number of tasks relevant to the apprentice’s development of specific job-related competencies, with five levels of assessment – from apprentice’s lack of knowledge and skills in a given area to the ability to independently plan and execute the assignment.

In addition to the employer assessment, a special activity list is provided for the apprentice to indicate their familiarity with profession-related sub-topics listed under technical themes. This provides the apprentice and the enterprise with an overview of the apprentice’s general level of skills.


Sample logbook, Asian countries1

This tool provides a template for a logbook that can be used by an enterprise and apprentices for the on-the-job training component of the apprenticeship (refer to annex 12 of the tool).

Source: GIZ (2017) Down to earth: A practitioner's guideline to work with business and industry in TVET:

Mobile logbook, British Columbia

In British Columbia, apprentice and trainee crane operators use a mobile logbook called SkillRecord to record and demonstrate their work experience and competencies.

The mobile logbook allows users to log hours worked, tasks performed and equipment used, and makes it easy to add photographs to the logbook entries. It automatically summarizes logbook entries by employer, equipment and other criteria, providing a broader, more complete picture of apprentices’ experience and skills. Finally, SkillRecord also allows apprentices to view their logbooks, thereby facilitating collaboration and peer-to-peer learning.


Model documents for reporting on apprentice performance, Switzerland

This assessment form is used for the training report and indicates the level of progress achieved by the apprentice, at least once each semester.

The apprenticeship trainer and apprentice discuss the content of the training report, which includes the assessment of technical, methodological, social and personal competencies, as well as a section to be filled in by the apprentice, with a focus on technical and methodological competencies, working atmosphere and level of personal encouragement with the programme.

Source: The training report form:
Guide to using the form:

Rules and conditions for formative and summative assessment, South Africa

This tool from South Africa offers the necessary policy support and assistance for developing, organizing, structuring and implementing an assessment framework for the National Certificate (Vocational).

The tool provides rules and conditions related to conducting, managing and administrating continuous assessment and external examinations. It describes the rights of all those involved in the assessment process, including officials involved in the administration of the assessment, apprentices, parents and institutions that make use of assessment results.

Source: of%2012%20september%202007%20PDF.pdf.

Assessment and certification system, Denmark

In Denmark, exams must reflect the goals and objectives of each programme. Consequently, exams vary from programme to programme, and include oral, written, oral based on projects (project based assessment) and a journeyman’s test.

Tests and exams are typically organized by the VET College. The trade committee is responsible for the journeyman’s test, although the actual test is agreed in cooperation between the trade committee and the VET College.

After successful completion of the requisite school period, participants receive a school certificate (skolebevis), and after completion of the whole programme, apprentices receive an education certificate, which includes the school certificate, the placement certificate, a letter of trade and, if appropriate, the journeyman’s certificate. The education certificate confirms that the apprentice is a skilled worker and can be employed accordingly.


How final assessment is organized, Switzerland

In Switzerland, “qualification procedure” is the generic term for all final assessments in vocational training, and it can take the form of a single examination, several partial examinations or other qualification procedures that are separately recognized by federal autorities (SERI). Each vocational programme is regulated by a federal ordinance, which includes the requirements for the qualification procedure to be deemed successful. In most programmes, the work-based training is assessed through pre-assigned examination projects and/or individual practical projects.

  • Pre-assigned examination project – the defined examination tasks are set by the professional organization and are the same for all learners in the region. These examinations can be held either centrally (e.g. in a training centre) or in the respective host companies and are conducted at the same time for all candidates.
  • Individual practical project – the learner completes an individual practical project at his or her workplace in accordance with a real work task established by the employer. The candidate’s supervisor drafts a document describing the task to be examined (with the learner’s assistance) and submits it to be assessed by the board of examiners. After the completion of the project, it is reviewed by the supervisor, who then suggests an assessment. During an expert discussion, the candidate presents his or her project to the board of examiners. The board and the supervisor reach an agreement on the final grade to be awarded for the work done.

How examiners for the apprenticeship final assessment are chosen and trained, Switzerland

In Switzerland, examiners are appointed by the cantonal authority (local government) on the recommendation of the professional associations. Their mandate is to prepare and conduct all or part of the examinations.

Examiners are qualified people recruited from among those responsible for delivering training in companies and vocational schools. They must hold at least the federal certificate of competence of the professional field in which they work as experts or have an equivalent qualification. The experts should be trained in their professional field and have adequate pedagogical, methodological and didactic know-how. They are trained in courses provided by the Federal Institute for Vocational Education and Training (SFIVET) in collaboration with the cantons and labour organizations.

The Handbook for experts on qualification procedures for initial vocational training is the reference work for carrying out qualification procedures. Published by the SFIVET, the manual was developed in collaboration with the Swiss Service Centre Vocational Training (SDBB) and vocational training partners. It contains approaches and solutions for the preparation, implementation and evaluation of qualification procedures at upper secondary level and is suitable for all specialists who become examiners.

Source: SFIVET’s basic and countinous courses for examiners:
Link to the handbook for examiners (available in French, German and Italian):

How final assessment is organized, Germany

In Germany, the final examination is regulated in the respective occupational ordinance and the competent bodies, which are usually the chambers, play an important role.

The final examination in this example of the qualification for an electronics technician for industrial engineering consists of two parts:

  • Part 1 takes place before the end of the second year of training. The examination consists of a complex work-related task, situational oral examination elements and written tasks.
  • Part 2 of the final examination comprises tasks related to the following aspects: company order; system design; function and system analysis; and business and social studies. Attention is also given to VET, employment and collective wage agreement law, the structure and organization of the company providing the training, health and safety at work, environmental protection, company and technical communication, planning and organization of work, evaluation of results, quality management and assessment of the safety of electrical plant and equipment.

1 The source publication was developed by the Community of Practice “Private Sector Cooperation in TVET” within the GIZ Sector Network Assets for Asia. The Community of Practice comprises GIZ staff (international experts, national personnel, integrated experts and development advisers) from the following Asian countries: India, Indonesia, Lao People’s Democratic Republic, Mongolia, Myanmar, Pakistan, Sri Lanka, The Philippines, Thailand and Viet Nam.